Module 5: Reading 1 Reflection

Studying the First Amendment: Exploring Truth in Journalism, Casey, Christine. (Pittsburgh High School for the Creative and Performing Arts.)

We analyzed the objectives and activities in this article according to a taxonomy table based on Bloom’s Taxonomy. Then, discussions ensued regarding questions which were posed to us. If the Casey journalism class were to be transferred to an online environment, what assessments would we keep, and which would need to be adjusted or eliminated. We were also asked to provide the class with one higher-level online assessment activity. Here are my responses:

If Casey’s journalism course were to be transferred to an online environment, I think most activities could be kept. Some would need to be adjusted, such as documentary viewing. The discussion and writing activities would lend themselves well to using reflection and peer-to-peer tools as Michelle has already stated.

For a higher-level assessment I looked at Activity 2 on page 28. Students could post their persuasive essays on Live Journal, convincing others to their point of view. Students could also insert photos, videos, and widgets into their essays to further illustrate and support the position they are taking.